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https://ruomo.lib.uom.gr/handle/7000/1790
Τίτλος: | The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors |
Συγγραφείς: | Sofologi, Maria Koulouri, Sofia Ntinou, Magda Katsadima, Effie Papantoniou, Aphrodite Staikopoulos, Konstantinos Varsamis, Panagiotis Zaragas, Harilaos Moraitou, Despina Papantoniou, Georgia |
Τύπος: | Article |
Θέματα: | FRASCATI::Social sciences::Psychology::Psychology, special (including: therapy for learning, speech, hearing, visual and other physical and mental disabilities) FRASCATI::Social sciences::Educational sciences::Education, special (including:to gifted persons, those with learning disabilities) |
Λέξεις-Κλειδιά: | Academic Achievement Effortful Control Learning-Related Behaviors Metacognitive Control Self-Regulation |
Ημερομηνία Έκδοσης: | Αυγ-2022 |
Πηγή: | Journal of Behavioral and Brain Science |
Τόμος: | 12 |
Τεύχος: | 08 |
Πρώτη Σελίδα: | 380 |
Τελευταία Σελίδα: | 399 |
Επιτομή: | Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention, which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes. |
URI: | https://doi.org/10.4236/jbbs.2022.128022 https://ruomo.lib.uom.gr/handle/7000/1790 |
ISSN: | 2160-5866 2160-5874 |
Αλλοι Προσδιοριστές: | 10.4236/jbbs.2022.128022 |
Εμφανίζεται στις Συλλογές: | Τμήμα Εκπαιδευτικής & Κοινωνικής Πολιτικής |
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jbbs_2022081216095964.pdf | Open Access Document | 703,21 kB | Adobe PDF | Προβολή/Ανοιγμα |
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